Capítulo 4 En la casa Suggestions for use

Presentación del tema: "Capítulo 4 En la casa Suggestions for use"— Transcripción de la presentación:

1 Capítulo 4 En la casa Suggestions for use
Warm up by greeting the class in Spanish and walking around the classroom asking individual students how they’re doing. If they don’t answer right away, provide answers such as ¿Estás bien, mal, así así, cansado(a), enfermo(a)? etc. You can also ask any other questions that you think can be answered easily such as ¿Qué tiempo hace hoy? and ¿Cuál es la fecha? This will relax the students and help them begin the class speaking Spanish. Tell the class in Spanish what country will be featured in Capítulo 4 and the theme, En la casa. Take this opportunity to look at the Country info in the text on Spain. This will give the students a feel for some basic demographic information about the country. Ask the class things such as ¿En qué continente está España? You can also ask ¿Cuál es la capital de España? In English or Spanish you can ask the class what things they associate with Spain to see what they know. If they don’t have any associations, you can provide some details that you think the students will find interesting related to Spanish culture. Inform the class that they will be learning vocabulary related to home life such as appliances, furniture, activities at home, etc. Tell students that many students study abroad in places such as Spain to study Spanish. You may want to encourage the students to take advantage of study-abroad opportunities. Tell them that if they ever live in a Spanish-speaking country, they will want to know how to talk about items in a home. Call students’ attention to the communication goals, emphasizing their relevance to daily life and usefulness in conversation.

2 Vocabulario: La casa Suggestions for use
Ask students to go over Vocabulario: La casa and to listen to the vocabulary track on the Text Audio CD for Capítulo 4 before coming to class. Ask the class what Spanish words they already know or associate with the home and write them on the board. If they don’t provide any answers you can tell them that they already know words such as el cuarto, el baño, la mesa, la silla, etc. Also remind them that there are many cognates such as la lámpara, el sofá, el estéreo, etc. that can be easily learned. Use this slide along with the text to pronounce vocabulary related to la casa. As you work with the students on pronunciation, listen for common mistakes and then move to the next slide where the students can practice more challenging pronunciations. After working on pronunciation, have the students close their books, point to different parts of the photo, and ask questions such as ¿Cómo se dice chair en español? and ¿Qué es esto? to see what they can recall. If time permits, have students work in groups of 2 or 3 to create a list of categories—cuartos, muebles, and activities. Students can categorize the different rooms and furniture along with different infinitives they associate with those places and furniture. Follow up by having students share their answers with the rest of the class. Discuss ¿Nos entendemos? on synonyms for the word dormitorio. Remind students that vocabulary may vary from country to country as it does from region to region in the United States. It’s important for students to be aware that different countries may use different words for the same thing, which may help students understand the diversity of the Spanish-speaking world.

3 Vocabulario: Pronunciación
¡Ojo! Ten cuidado con la pronunciación de estas palabras* muebles sótano cómoda el espejo lámpara sofá /mweh-blehs/ /soh-tah-noh/ /koh-moh-dah/ /eh-lehs-peh-Hoh/ /lahm-pah-rah/ /soh-fah/ Suggestion for use Help the students with the pronunciation of these words and any others from the vocabulary that you’ve noticed are difficult for the class. Make the students aware of the appropriate syllable stress (in bold) and the correct pronunciation of the vowels.

4 Vocabulario: Puntos especiales
estar (to be) used for location of people, places, and things estoy estamos estás estáis está están Traduce: Where is the lamp? ¿Dónde está la lámpara? It’s in the living room. Está en la sala. Suggestions for use Discuss Puntos especiales in English and give examples of Spanish sentences such as la alfombra está en el suelo and las sillas están en el comedor. Ask the class for the meaning of these sentences and emphasize the importance of stating location with the verb estar instead of ser. Work on Traduce as a class by asking for translation of the English sentences. If students don’t give translations right away, start the translation for them in Spanish to see if they can finish it. Students frequently know the answers but are afraid to say them out loud, so it can be helpful to provide part of the answer to give them confidence before speaking.

5 Actividad 4-3: Y ¿qué hay en tu casa?
Completa las siguientes oraciones con los muebles y aparatos domésticos de tu casa o residencia. MODELO En el cuarto de baño hay un lavabo, un inodoro, una bañera y unas toallas. Try one En mi casa hay _¿?__ dormitorios y __¿?__ cuartos de baño. ¡Termínalo en el texto! Suggestions for use Guide the class through the instructions and the model in Actividad Work on the first example as a class by guiding the students through the slide animations. This activity can be done as a class or in small groups. It can also be used as an oral activity where students ask each other questions such as ¿Cuántos baños hay en tu casa? ¿Qué hay en tu dormitorio? ¿Tienes jardín? etc.

6 Actividad 4-4 : Lugares preferidos
Habla con un(a) compañero(a) sobre las siguientes actividades. Dile dónde en la casa te gusta hacerlas. MODELO leer libros Me gusta leer libros en el dormitorio. Try one estudiar Suggestions for use Guide the class through the instructions and the model in Actividad Have the class pronounce the example and answer to get them comfortable with pronunciation and with the task at hand. Work on the first example as a class by guiding the students through the slide animations. Remember to wait to show the answer until you hear the correct response from someone in the class. Show the answer and ask if there are any questions about how the answer was chosen. Have students work in pairs where one student keeps track of the answers while the other works on speaking and forming sentences. Follow up by having the students read their sentences to the class. This activity can also be done orally in pairs or small groups by having students ask each other things such as ¿Dónde te gusta estudiar? Students can keep track of their partners’ answers by writing them down and sharing them with the class. This can be useful for getting students to practice listening and gathering specific information in Spanish. Do a follow-up by asking some of the same questions of individual students. Me gusta estudiar en el dormitorio. ¡Termínalo en el texto!

7 ¿Recuerdan los verbos regulares?
Estructura I: Describing household chores and other activities: Present tense of stem-changing verbs (o>ue; e>ie; e>i) ¿Recuerdan los verbos regulares? regular verbs: conjugation pattern stem + personal ending* regular verbs have the same stem for all forms personal endings change according to subjects habl + ar (stem + ending) Suggestion for use Present the points in this slide by reviewing the conjugation pattern for regular verbs. You can also have the class briefly conjugate some regular -ar, -er, and -ir verbs on the board to emphasize the point that regular verbs always use the same stem. Note Remember to keep in mind that students will not need to take notes on all of the information in the slides. You can decide and inform the class as to what information should and should not be written down. It is most important for the students to understand the concepts and to focus on the information that you decide is most important.

8 Estructura I: Describing household chores and other activities: Present tense of stem-changing verbs (o>ue; e>ie; e>i) stem-changing verbs conjugation pattern stem* + personal ending* stem has a vowel change (o>ue; e>ie; e>i) in all stressed syllables [all forms except nosotros(as) and vosotros(as)] personal endings change according to subjects I want (querer) to eat. Yo quiero comer. Suggestions for use Present the points in this slide by focusing on the translation of the English sentence. Ask the class for translation by drawing the students’ attention to the bulleted points that explains stem changes and where they occur. Remember not to show the translation of the sentence until you hear it from the students. If students don’t give translations right away, start the translation for them in Spanish to see if they can finish the sentence. After that, you can ask students to provide oral translations of sentences that you invent such as I don’t want to study, I want to have more money, etc. Be creative with your examples by using students in the class or topics that you think are appropriate for the students. These translations can be oral and/or written on the board. Note It is at your discretion whether you want students to write down these concepts in their notes.

9 Where to change the stem when conjugating stem-changing verbs
pensar (to think) 1st piens 2nd piens 3rd piens 1st pens 2nd pens no stem-change when the stress does not fall on the stem* *in the nosotros(as) and vosotros(as) forms -o -as -a -amos -áis -an Suggestions for use Use this slide to demonstrate the structure of pensar and also to visually demonstrate where stem changes occur. The slide is set up so that you can view the stem of the verb without seeing the verb endings. In this way, you can show the students the stem of the verb while you ask for conjugations. It may also be useful to practice pronunciation of the diphthong ie since this will be used in many stem-changing verbs. Note You may want to practice the slide transitions in Slideshow mode to get used to the slide animations.

10 3 types of stem-changing verbs: e>ie, e>i, o>ue
pensar pedir dormir piens pid duerm e>ie e>i o>ue Suggestions for use Tell students that there are three basic stem changes in the present tense, e>ie, e>I, and o>ue. Have students pronounce the vowel combinations ie and ue and encourage students to always pronounce vowels and vowel combinations correctly. Students will need to make an effort to make sure vowel sounds are correct in order to communicate effectively. /yeh/ /ee/ /weh/ Pronunciación

11 Estructura I: Present tense of stem-changing verbs e>ie
comenzar preferir querer comienzo comienzas comienza comenzamos comenzáis comienzan prefiero prefieres prefiere preferimos preferís prefieren quiero* quieres quiere queremos queréis quieren Suggestions for use Review with students the basic concepts of conjugating stem-changing verbs: Several types of vowel changes occur in the stem of certain verbs in the present tense. For example, the following verbs (show the infinitives) change their stem vowel from e to ie, except in the nosotros(as) and vosotros(as) forms (show the rest of the forms). Emphasize the importance of the pronunciation of stem-changing verbs since the stem changes are a result of stress on particular syllables. If students pronounce the verbs correctly, they will easily remember the stem changes. Tell students that other frequently used e-to-ie stem-changing verbs are: cerrar (ie) to close empezar (ie) to begin entender (ie) to understand perder (ie) to lose; to miss (a function) Go further with verb conjugation than just rote cues and verb conjugation. Have the students translate meaningful sentences such as I prefer to eat at home with my family, We want to go to the park tonight, etc. At first, the sentence may seem long to the students, but reassure them that it can be done. As the instructor, break the sentence into manageable pieces such as I prefer—to eat—at home—with my family and have the class translate these small pieces. Note The slide is set up so that you can view the full conjugation of comenzar all at once and then the individual conjugations of preferir and querer. This allows the students to use the structure and conjugation of comenzar and apply it to the other verbs. You may want to practice the slide transitions in Slideshow mode to get used to this feature. qu /k/ quie /kyeh/

12 Estructura I: Present tense of stem-changing verbs e>ie
tener* venir* tengo tienes tiene tenemos tenéis tienen vengo vienes viene venimos venís vienen Suggestions for use Use this slide to demonstrate the structure of stem-changing verbs that have irregular yo forms. Remind students that they already know tener and that venir is similar except in the nosotros and vosotros forms. Go further with verb conjugation than just rote cues and verb conjugation. Have the students translate meaningful sentences such as I come to class late a lot, Pablo arrives on time everyday, etc. This will recycle material related to time and allow them to practice some meaningful sentences. Note The slide is set up so that you can view the full conjugation of tener all at once and then the individual conjugations of venir. This allows the students to use the conjugation of tener and guess the conjugations of venir. You may want to practice the slide transitions in Slideshow mode to get used to this feature. irregular yo form

13 Estructura I: Present tense of stem-changing verbs o>ue
almorzar poder jugar* almuerzo almuerzas almuerza almorzamos almorzáis almuerzan puedo puedes puede podemos podéis pueden juego juegas juega jugamos jugáis juegan Suggestions for use Use this slide to demonstrate the structure of o>ue stem changing verbs. Take any ue verb from the list of verbs in the chapter, write it on the board, and chorally drill the conjugation with rote cues like yo, nosotros, usted, etc. Go further with verb conjugation than just rote cues and verb conjugation. Have the students translate meaningful sentences such as I can study tonight in the library, can you eat with us tonight, etc. At first, the sentence may seem long to the students, but reassure them that it can be done. As the instructor, break the sentence into manageable pieces and have the class translate these small pieces. Note The slide is set up so that you can view the full conjugation of almorzar all at once and then the individual conjugations of poder and jugar. This allows the students to use the structure and conjugation of almorzar and apply it to the other verbs. You may want to practice the slide transitions in Slideshow mode to get used to this feature. (u>ue)

14 Estructura I: Present tense of stem-changing verbs e>i
servir pedir decir sirvo sirves sirve servimos servís sirven pido pides pide pedimos pedís piden digo* dices dice decimos decís dicen Suggestions for use Use this slide to demonstrate the structure of e>i stem changing verbs. Take any e>i verb from the list of verbs in the chapter, write it on the board, and chorally drill the conjugation with route cues like yo, nosotros, usted, etc. Reemphasize the importance of pronouncing the vowels e and i correctly in order to communicate effectively. Go further with verb conjugation than just rote cues and verb conjugation. Have the students translate meaningful sentences such as My mom serves food at 7, I order pizza in the cafeteria, etc. Tell students that there is no method for learning that one verb is e>i while another is e>ie. Each verb has to be learned individually. Students frequently will apply the e>ie stem change to verbs like pedir, servir, etc., incorrectly. Note The slide is set up so that you can view the full conjugation of servir in one animation and then the individual conjugations of pedir and decir. This allows the students to use the structure and conjugation of servir and apply it to the other verbs. You may want to practice the slide transitions in Slideshow mode to get used to this feature. irregular yo form

15 ¡Vamos a Salamanca! piensa empiezan quieren prefiere tiene dicen
Vera ___________ (pensar) alquilar un apartamento en Salamanca cuando las clases __________ (empezar). Ligia y Lucrecia, de Madrid, _____________(querer) venir a visitarla los fines de semana para ir a las discotecas. Por eso (that’s why) Vera __________ (preferir) un apartamento con dos dormitorios. Vera no ____________ (tener) dinero suficiente por uno con dos dormitorios, pero sus amigas ____________ (decir) que _______________ (poder) dormir en el sofá si es necesario. Por fin, las tres mujeres ______________ (tener) que comprar un sofá muy grande. piensa empiezan quieren prefiere tiene dicen pueden tienen Suggestion for use Have students work on this exercise in small groups. Students can assign a secretary to write down answers and should be encouraged to practice pronunciation. After an appropriate amount of time, go over the answers as a class and have students write their answers on the board. As you go over the sentences and conjugations, gently make corrections to spelling errors as students are more likely to make them in the beginning. Note This exercise is not in the text and should be used as a classroom activity. It may be helpful to practice the transition of the slide before class in Slideshow mode so you can anticipate the animations and get your students to anticipate and guess answers.

16 Así se dice: Expressing physical conditions, desires, and obligations with tener
tiene celos tiene ganas tiene paciencia Suggestions for use Have students go over Así se dice: Expressing physical conditions, desires, and obligations with tener in the text before coming to class. Use a variety of expressions with tener with this slide. For example, say: Maricarmen tiene celos porque su amiga tiene un coche. Tiene ganas de comprar uno. Tiene paciencia; trabaja por seis meses y por fin puede comprar su coche. You may present some of the expressions and ask students questions that lead them to respond with others. Then move on to the next slide to go over the basic concepts related to tener idioms. puede comprar trabaja

17 Así se dice: Expressing physical conditions, desires, and obligations with tener
tener + noun can be used to describe how people are feeling in certain cases ¿Tienes sueño, mamá? Are you sleepy, Mom? Sí, tengo mucho sueño.* Yes, I’m very sleepy. not a literal translation of tener As an adjective, mucho must agree with the noun sueño in this sentence Suggestions for use Introduce the points in this slide by presenting the Spanish examples and asking for translation into English. Remember not to show the translation of the sentence until you hear it from the students. These translations should emphasize the point that Spanish uses “to have” where English uses “to be. “ Let the students know that English speakers frequently make errors like soy sueño after they learn that sueño means sleepy. Encourage students to continue learning tener idioms to keep from making these mistakes.

18 Five more expressions you can use with tener
tener paciencia tener miedo (de) tener celos tener calor tener frío to be patient to be afraid (of something) to be jealous to be hot to be cold Suggestions for use Have students pronounce the vocabulary and then present the translations. Again, emphasize to students the idiomatic use of tener. Make use of the slide animations when introducing the vocabulary and when reviewing this vocabulary. Challenge the students by asking for the meanings of the words and then showing the definitions using the animations. Note When reviewing vocabulary, make sure the students aren’t reading the translations straight out of the text. Challenge the students to learn the meanings of the words.

19 tener ganas de + infinitive
Así se dice: Expressing physical conditions, desires, and obligations with tener tener ganas de + infinitive means to desire (to feel like doing something) structure* conjugate tener use an infinitive to express what you feel like doing Traduce: I feel like sleeping. Tengo ganas de dormir. Suggestions for use Present the points in this slide and then work on the translation of the English sentence. As the students are translating aloud, draw their attention to the bulleted points. This will help them focus on the structure and apply the concepts to the translation. Remember not to show the translation of the sentence until you hear it from the students. After that you can ask for students to provide oral translations of sentences that you invent such as I feel like eating, sleeping, etc. Be creative with your examples by using students in the class or topics that you think are appropriate for them. These translations can be oral and/or written on the board. Note Remember to keep in mind that students will not need to take notes on all of the information in the slides. You can decide and inform the class as to what information should and should not be written down. It is most important for the students to understand the concepts and to focus on the information that you decide is most important.

20 Así se dice: Expressing physical conditions, desires, and obligations with tener
tener que + infinitive used to express obligation (must) structure* conjugate tener use an infinitive to express what you must do Traduce: I have to study. Tengo que estudiar. Suggestions for use Present the points in this slide and then work on the translation of the English sentence. As the students are translating aloud, draw their attention to the bulleted points. This will help them focus on the structure and apply the concepts to the translation. Remember not to show the translation of the sentence until you hear it from the students. After that you can ask for students to provide oral translations of sentences that you invent such as I have to work, We have to clean the house, etc. Be creative with your examples by using students in the class or topics that you think are appropriate for the students. These translations can be oral and/or written on the board.

21 Actividad 4-15: ¿Qué tiene Juan?
Lee los escenarios y di lo que tiene o no tiene Juan MODELO Hoy la temperatura es muy alta, hace mucho sol y Juan va a nadar. Juan tiene calor. ¡Termínalo en el texto! Suggestions for use Guide the class through the instructions and the model in Actividad Work on the model as a class by guiding the students through the slide animations. Remember to wait to show the answer until you hear the correct response from someone in the class. Show the answer and ask if there are any questions about how the answer was chosen. Have students work in groups of 2 or 3 where one student keeps track of the answers while the others work on speaking. Follow up by having the students read their sentences with the conjugations to the class. Note Encourage students to form different groups in order to meet new people and to listen to different people.

22 Encuentro cultural: Gaudí y su obra
Suggestions for use Have students look at the section in Encuentro Cultural dealing with Guadí y su obra before class. Remind them that it’s not important that they understand every single word but that they try to get the general idea of the text. You can begin the class discussion by asking the students some or all of the following questions: ¿Conocen algún arquitecto famoso de los Estados Unidos?¿Conocen algún arquitecto famoso de España?¿Deseas estudiar arquitectura? to get them talking about the topic. Students are probably familiar with Picasso and should find the work of Guadí interesting as well. If students are interested in finding out more about Gaudí, they can go to the following website:

23 Vocabulario: Los quehaceres domésticos
Suggestion for use Ask students to go over Vocabulario: Los quehaceres domésticos and to listen to the vocabulary track on the Text Audio CD for Capítulo 4 before coming to class.

24 Actividad 4-21: ¿Qué haces para limpiar la casa?
Pregúntale a un(a) compañero(a) de clase si hace los siguientes quehaceres. MODELO sacar la basura E1: ¿Sacas la basura? E2: No, no saco la basura. Mi padre saca la basura. ¡Termínalo en el texto! Suggestions for use Guide the class through the instructions and the examplel in Actividad Ask the students how they would form a question with the expression sacar la basura. Remind students that they can use the tú form of the verb for the question and the yo form for the answer. Use the slide animations to demonstrate how this is done and then have the students finish the exercise using the expressions in the text. Notes This exercise can be set up as an entrevista where students write down their partners’ responses and then report them back to the class.

25 Encuentro cultural: Viviendas en Latinoamérica y España
Suggestions for use To get them talking about the topic you can begin the class discussion by asking the students some or all of the following questions: ¿Cómo son las casas en los países hispanos? ¿Son pequeñas normalmente o grandes? ¿De qué colores son muchas veces? Students may have seen pictures or even traveled to Spanish-speaking countries where they have noticed different charateristics like white-washed walls, tile, balconies, etc. Have students work in groups of 2 or 4 to discuss their ideas about the topic and answer questions from Para pensar. Have some students explain their ideas to the class and then encourage a discussion using this information.

26 Estructura III: Talking about location, emotional and physical states, and actions in progress: Hear more about the verb estar estar (to be) location of people and things estar + preposition of location + location Papá está en el comedor. emotional and physical states estar + an adjective Estoy muy contenta. Suggestions for use Have students review Esctructura III: Talking about location, emotional and physical states, and actions in progress: the verb estar before class. Explain that Spanish speakers have two forms of to be that have different uses and characteristics. Present the points in this slide by drawing the students' attention to examples such as Papá está en el comedor and Estoy muy contento. You may want to add things like estamos en la sala and estoy enfermo to give more examples of the uses of estar. Help the students understand that these sentences use the verb estar instead of ser because the sentences express location and condition. Note It is at your discretion whether you want students to write down these concepts in their notes.

27 Actividad 4-27: ¿Cómo están?
Está contento. Están furiosas. Está triste. Suggestions for use Guide the class through the instructions in the text and the first example in Actividad 4-27. Work on the first example as a class by guiding the students through the slide animations. Remember to wait to show the answer until you hear the correct response from someone in the class. Show the answer and ask if there are any questions about how the answer was chosen. Have students work in pairs where one student keeps track of the answers while the other works on speaking. Follow up by having the groups share their answers with the class. Listen carefully for adjective agreement since students frequently forget to make adjectives agree with nouns. Están emocionados. Está ocupado. Está sucio. Están enfermas. Está aburrido.

28 Esctructura III: Talking about actions in progress: Hear more about the verb estar
estar (to be) actions in progress estar + present participle formation of the present participle (verb stem + progressive ending*) based on infinitive ending (-ar, -er, -ir) of the participle verb Suggestions for use Present the points on estar with the present particle by explaining that in English we use the -ing form to express actions in progress. Move on to the next slide where the formation of the present progressive is used. Note This slide is useful when summarizing grammatical points or when reviewing important concepts for a test.

29 Formation of the present progressive
estoy estás está estamos estáis están ando iendo camin com escrib } + Suggestions for use Show the students that to form the present progressive, they use a present-tense form of estar (show the forms) plus a present participle that is formed by adding -ando to the stem of -ar verbs and -iendo to the stem of -er and -ir verbs. (Show the stem of the verbs first and then add the endings of the gerunds.) Take advantage of the visuals in the slides that demonstrate how to form the participle by practicing the animations in Slideshow mode. To form the present participle, add the following to the stem -ar -er/-ir ando iendo

30 Practice forming the present participle
Infinitive comer estudiar trabajar escribir mirar beber abrir Stem com estudi trabaj escrib mir beb abr Participle comiendo estudiando trabajando escribiendo mirando bebiendo abriendo Suggestions for use Use this slide to practice forming the present participle. This can be done as a class or in groups. With this slide you can demonstrate how the infinitive is used to form the participle. Use this slide to practice translation of sentences such as I am watching TV, we are working tomorrow, etc. -ar -er/-ir ando iendo

31 Present progressive: irregular participles
two irregular present participles: leyendo from leer Trayendo from traer -ir verbs with stem change: o to u: e to i: dormir pedir servir durmiendo pidiendo sirviendo Suggestion for use Students have to remember two other rules. There are two irregular present participles: leyendo (reading) and trayendo (bringing). Verbs that end in -ir and have a stem change, such as the verbs dormir, pedir, and servir, change in the stem from o to u or from e to i (forming durmiendo, pidiendo, and sirviendo, respectively).

32 The present tense and the present progressive
Happens habitually Normalmente Lorena come con su familia. Present progressive Happening right now En este momento, Lorena está comiendo en la cafetería. Suggestion for use Tell students that it is important to understand the difference between the present indicative and the present progressive in order to express themselves clearly about actions in the present. Use the Spanish examples in the slide to show them the different ideas that are expressed.

33 Actividad 4-28: ¿Qué están haciendo?
Usa el presente progresivo para describir las acciones de estas personas. MODELO Ramón/bailar Ramón está bailando. Try one Nosotros/poner la mesa Nosotros estamos poniendo la mesa. ¡Termínalo en el texto! Suggestions for use Guide the class through the instructions and the model in Actividad Have the class pronounce the example and answer to get them comfortable with pronunciation and with the task at hand. Work on the first example as a class by guiding the students through the slide animations. Remember to wait to show the answer until you hear the correct response from someone in the class. Show the answer and ask if there are any questions about how the answer was chosen. Have students work in pairs where one student keeps track of the answers while the other speaks. Follow up by having the students read their sentences to the class.

34 Los números de 100–1.000.000: Puntos especiales
Numbers 200, 300, 400, 600, 800 Follow a simple pattern cardinal number + cientos Exceptions 500, 700, 900 Quinientos,* setecientos, novecientos /kee-nyehn-tohs/ Suggestions for use Ask students to go over Vocabulario: Los números 100– in the text before coming to class. Use slides 34–40 to discuss important points related to expressing numbers in Spanish. Note Remember to keep in mind that students will not need to take notes on all of the information in the slides. You can decide and inform the class as to what information should and should not be written down. It is most important for the students to understand the concepts and to focus on the information that you decide is most important.

35 Los números 100–1.000.000: Puntos especiales
The y never occurs directly after the number ciento 126 120 102 ciento veinte y seis ciento veinte ciento dos Suggestions for use Use slides 34–40 to discuss important points related to expressing numbers in Spanish. Discuss these Puntos especiales by working on translation and pronunciation of the examples. Listen carefully to the students as they try to form the numbers in Spanish as many will say things like ciento y veinte y seis. Note It is at your discretion whether you want students to write down these concepts in their notes. The numbers agree in gender with nouns they modify doscientos libros doscientas pesetas

36 Los números de 100–1.000.000: Puntos especiales
mil and millón mil can mean a thousand and one thousand usually not used in the plural form un millón can be made plural un millón dos millones Suggestion for use Use slides 34–40 to discuss important points related to expressing numbers in Spanish.

37 Los números de 100–1.000.000: Puntos especiales
los números más de 2.000 use mil to express numbers over 1,000 hundreds of thousands use 200–900* must agree in gender with nouns they modify doscientas mil personas Suggestion for use Use slides 34–40 to discuss important points related to expressing numbers in Spanish.

38 Los números de 100–1.000.000: Puntos especiales
La fecha 200–900 will be plural and masculine to agree with años In Spanish 1492 mil cuatrocientos noventa y dos* Spanish speakers never say years in multiples of ten (as in fourteen ninety-two) use de to connect the day, the month, and the year Nací el 24 de junio de 1979. Suggestions for use Use slides 34–40 to discuss important points related to expressing numbers in Spanish. Make sure students understand that they cannot express years in multiples of ten, as in fourteen ninety-two. Tell the students that they will be practicing various exercises where they will state years to get used to this.

39 Los números de 100–1.000.000: Puntos especiales
Commas and Periods Switch places from Spanish to English English 200,000.5 two hundred thousand point five In Spanish the same number looks like this ,5 Suggestion for use Use slides 34–40 to discuss important points related to expressing numbers in Spanish.

40 ¡A Practicar los números!
505 105 667 999 quinientos cinco ciento cinco doscientos mil quinientos un millón trescientos seiscientos sesenta y siete novecientos noventa y nueve Suggestion for use Have students work in pairs where one student keeps track of the answers while the other practices speaking. Follow up by having the students write their answers on the board. Check for accuracy of spelling and make gentle corrections. Notes This exercise is not in the text and should be used as a classroom activity.

41 Actividad 4-33: Eventos históricos de España
Para cada fecha histórica, escribe la fecha y luego dile la frase completa a un(a) compañero(a) de clase MODELO Barcelona hospeda los Juegos Olímpicos en 1992. Barcelona hospeda los Juegos Olímpicos en mil novecientos noventa y dos. ¡Termínalo en el texto! Suggestions for use Guide the class through the instructions and the example. Have them pronounce the example and answer to get them comfortable with pronunciation and with the task at hand. Work on the first example as a class by guiding the students through the slide animations. Remember to wait to show the answer until you hear the correct response from someone in the class. Show the answer and ask if there are any questions about how the answer was chosen. If the class has a hard time providing the answer, you can provide incorrect answers and listen for sí or no responses from the class. Oral Exercise This activity can also be done orally in pairs or small groups by having students ask each other things such as ¿Cuándo… ? ¿En qué año… ?. Students can keep track of their partners’ answers by writing them down and sharing them with the class. This can be useful for getting students to practice listening and gathering specific information in Spanish. Do a follow-up by asking some of the same questions of individual students. Group Work Have students work in groups where one student keeps track of the answers and the others work on constructing the sentences. Follow up by having the students read their sentences with the conjugations to the class.